Acceptance of CCEI coursework varies within each state. Please check with the appropriate regulatory office(s) to ensure the courses you plan to take will satisfy the requirement(s) for which you are taking them.

This course covers OSHA standards and other information related to preventing the spread of bloodborne pathogens in the child care setting. Major topics covered include common infectious diseases spread by bloodborne pathogens, standard precautions, and other safety practices.

HLTH103

Fit for Life

Intermediate

2

This course provides strategies and methods to improve physical fitness and incorporate movement activities across the early childhood curriculum.

HLTH104

Basic Health and Hygiene Practices for the Early Childhood Setting

Beginner

2

This course provides basic information everyone should know about preventing the spread of infectious diseases in the child care setting. Participants will learn about various types of pathogens and how they are spread, along with recommended hygiene practices, how to recognize signs and symptoms of disease, immunization policies, criteria for excluding a child from group care, communicating with families regarding disease, and maintaining a clean environment.

HLTH105

Medication Administration in the Child Care Environment

Beginner

3

This course provides detailed information on best practices and procedures for the safe, effective, lawful, developmentally appropriate administration of medications in the child care environment.

HLTH106

Fire Safety in the Early Care and Education Environment

Beginner

1

This course presents strategies and practices for promoting fire safety in the early care and education environment. Course participants will learn about the dangers of fire in school along with recommendations for evacuation policies and procedures, maintaining a safe environment, and teaching young children about fire safety.

This course provides comprehensive guidance for incorporating storytelling into the early childhood environment. Participants will learn why storytelling is important for young children, as well as strategies for effective storytelling and rich follow-up activities such as group discussion and playacting.

LIT101

The Read-Aloud Process: Building the Components of Literacy

Intermediate

1

This course is about the preparation and skills a teacher needs in order to ensure that read-alouds in the early childhood environment accomplish the literacy-building goals of a good early childhood curriculum. This course is about the process of conducting effective, meaningful read-alouds in order to build foundational literacy skills that children will use for the rest of their lives.

LIT102

Building Literacy Through Nursery Rhymes and Children’s Poetry

Intermediate

2

This course explores the use of nursery rhymes and children’s poetry as learning tools in the Early Care and Education (ECE) environment. Course participants will learn why rhymes and poems are good for the brain and overall child development and techniques for using poetry in the ECE environment. This course also focuses on teaching a basic understanding of poetic forms and literary devices every ECE professional should know.

NFS100

Healthy Habits: Nutrition and Fitness Practices

Beginner

1

This course offers ideas for promoting healthy eating and active play in the early childhood environment. Participants will learn why and how to develop a nutrition policy, strategies for working with families to promote proper nutrition practices at home, and curriculum enrichment ideas for increasing healthy lifestyle choices and reducing obesity.

PROF100

Stress Management for Child Care Providers

Beginner

1

This course provides an overview of the effects of stress in the lives of child care professionals and to understand coping techniques to manage stress. Participants will be able to define stress, identify four sources of stress, identify four symptoms of stress, and identify techniques for stress management in four categories. Course Level – Beginner

PROF101

Adult Learning: Theories and Strategies for Trainers and Directors

Intermediate

1

This course is designed for directors and other early childhood professionals who train adults or facilitate professional development programs. Participants will learn basic adult learning theories and strategies.

PROF102

Elements of Professionalism

Beginner

1

The goal of this course is to provide teachers and directors with a greater understanding of what constitutes professionalism in the early childhood industry and how professionalism affects program quality.

SCH100

School-Age Development, Ages 5 to 7

Beginner

2

This course focuses on the developmental stages and characteristics of children ages 5 to 7, the upper range of the “early childhood stage,” as well as recommended strategies and practices for supporting children's developmental needs. Emphasis is on the afterschool and other out-of-school care environments, but the content is appropriate for anyone who works with school-age children.

SCH101

School-Age Child Development, Ages 8 to 11

Beginner

2

This course focuses on the developmental stages and characteristics of children ages 8 to 11, the stage known as "middle childhood," as well as recommended strategies and practices for supporting children's developmental needs. Emphasis is on the afterschool and other out-of-school care environments, but the content is appropriate for anyone who works with school-age children.

SCH102

Stages of Development, Ages 12 to 14

Beginner

3

This course focuses on the developmental stages and characteristics of children ages 12 to 14, the typical age of early adolescence, as well as recommended strategies and practices for supporting children's developmental needs. Emphasis is on the afterschool and other out-of-school care environments, but the content is appropriate for anyone who works with school-age children.

SCH103

Successful Homework Support for School-Age Children

Beginner

3

This course provides an overview of current homework research, best practices, systems, and tools to consider using to support school-age (5-to-14 year-old) children working on homework assignments in an afterschool or out-of-school-time setting.

SCH104

Successful Transitions with School-Aged Children

Beginner

2

This course presents recommended strategies and practices for easing different types of transitions in the school-age care environment. This includes transitions from one setting or activity to another as well as life's many other transitions, some of which arise unexpectedly. The cognitive and social-emotional skills required for successful classroom transitions are surprisingly similar to those required for making healthy, positive transitions through life's many changes and surprises.

SCH105

Service-learning for School-Age Children and Older Youth

Intermediate

2

This course provides in-depth study of the use of service-learning as an educational strategy designed to engage, motivate and increase knowledge, skills and civic involvement for school-age children and older youth.

SCH106

Character Education in the School-Age Child Care Environment

Intermediate

3

This course explores the importance of character education in schools and out-of-school programs, focusing on environments for school-age children and adolescents.

SOC100

How to Raise Emotionally Healthy Children: Meeting the Five Critical Needs of Children

Beginner

1

This course is written by well know author Gerald Newmark, Ph.D. Dr. Newmark is the author of the book "How to Raise Emotionally Healthy Children". This course is designed to introduce students to the five critical needs of emotionally healthy children. Upon successful completion of this course, students will be able to list the five keys to developing an emotionally healthy child, identify the causes for failure to meet the emotional needs of children, identify the problems created for children and families when emotional needs are not met and identify how to succeed in creating an emotionally healthy relationship with children. Course level - Beginner

SOC101

Healthy Social and Emotional Development vs. Challenging Behavior in Young Children

Advanced

2

This course is written by Karen Cairone, M.Ed. Special Projects/Trainer for the Devereux Early Childhood Initiative. When those who work with young children begin to understand temperament, and differentiate between typical behaviors expected of children at certain developmental level versus behaviors that may require more focused interventions, the overall program quality is strengthened through this important knowledge and valuable practice.

SOC102

From Chaotic to Calm: Managing Stress in the Classroom

Beginner

1

This course will provide an understanding of childhood stress and will give information, activity ideas, and tools for easing children's anxieties and worries in the classroom. Upon successful completion of this course, students will be able to define various sources of stress, identify symptoms, and various methods to help children cope.

SOC103

Gender Bias and Stereotypes

Intermediate

1

This course explores the development of gender identity and stereotypes. Participants will learn how and why gender stereotypes are formed and the ways in which gender stereotyping can impact a child's psychological and social development. In addition, participants will learn strategies for promoting gender equity and equal opportunity in the classroom.

SOC104

Promoting Empathy and Other Prosocial Behaviors

Beginner

1

This course examines recent social research into empathy and other prosocial behaviors, as well as recommended strategies and practices for guiding young children through the early phases of empathy’s long developmental process.

The overall goal of the Beginning stage of competency based training is to expose the professional to new information. Beginning level training is most appropriate for those beginning their career or for those who have been in the field for a while but are exposed to new information or concepts.

The goal for the Intermediate stage of competency based training is to help the professional expand and apply knowledge to their everyday practice. Intermediate level training is most appropriate for those professionals who have an adequate understanding of basic child development concepts/theory and have begun to make the connection of what they know to their everyday work with children. The Intermediate level training should encourage expanding knowledge and application to demonstrating refining skills.

The overall goal for the Advanced stage of competency based training is to challenge the experienced professional to synthesize, form generalization, draw conclusions, apply, and modify acquired knowledge into everyday practice. Advanced level training is most appropriate for professionals who have achieved some formal education.

The focus of this level of training is on guiding the professional to use their knowledge and experience in mindful practice with children and families adapting and changing to new circumstances.